Effective Early Childhood Professional Development: Improving Teacher Practice and Child Outcomes (Howes, Hamre, & Pianta)

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Promote teacher quality and ensure better outcomes for young children

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Effective Early Childhood Professional Development
Improving Teacher Practice and Child Outcomes
Edited by Carollee Howes, Ph.D., UCLA; Bridget K. Hamre, Ph.D., University of Virginia; & Robert C. Pianta, Ph.D., University of Virginia

Foreword by Martha Zaslow, Ph.D.

"With clarify and foucs, this volume outlines what is known and NOT known about effective models of professional development ... a must read for those with the money, power and authority to make professional development decisions." —Pam Jackson Winton, Ph.D., FPG Child Development Institute, University of North Carolina at Chapel Hill

"Well-organized and research-based ... A much-needed resource for preparing and sustaining high quality tteaching in early childhood."—Susan B. Neuman, Ed.D., Professor of Educational Studies, University of Michigan

Professional development practices that really improve child outcomes—that's what every early childhood education program needs. With this authoritative research volume, administrators and policy makers will discover the latest findings on best professional development practices—and learn how to scale up successful efforts across an entire district or state.

Based on the annual leadership symposium of the National Center for Research on Early Childhood Education (NCRECE), this book is a must for anyone engaged in high-level efforts to ensure teacher quality. Through clear explanations of cutting-edge research from two dozen respected contributors, readers will

investigate specific, field-tested professional development (PD) models that improved both teacher practice and child outcomes (with a spotlight on Robert Pianta's effective MyTeachingPartner framework)
learn how these models helped educators teach academic content areas (early literacy, math, and science) and improve children's social-emotional skills
examine positive teacher attributes that PD efforts should target, such as increased self-regulation skills and reduced cognitive overload
discover success strategies for scaling up professional development efforts through existing infrastructure and more investment in teacher quality (includes an extended case study on a comprehensive PD program in Texas)
explore the policy implications of the professional development interventions described in this volume

Essential reading for early childhood administrators, policy makers, and researchers, this important book will help bring about widespread improvements in professional development programs—key to advancing teacher quality and better outcomes for young children.

With contributions by

Karen L. Bierman
Clancy Blair
April Crawford
Karen E. Diamond
Celene E. Domitrovich
Jason Downer
Scott D. Gest
Sukhdeep Gill
Faiza Jamil
Laura Justice
Carolyn R. Kilday
Mable B. Kinzie
Susan H. Landry
Christine P. Li-Grining
Michelle Maier
Anita McGinty
Robert L. Nix
Douglas Powell
C. Cybele Raver
Emily J. Solari
Jessica E. Vick Whittaker
Jeffrey M. Williams
Amanda Williford
Tricia A. Zucker

Effective Early Childhood Professional Development: Improving Teacher Practice and Child Outcomes

ORDERING INFO

ISBN 978-1-59857-237-7
Paperback / 256 pages / 6 x 9 / 2012 / $36.95
Stock# 72377

Table of Contents

Series Preface
About the Editors
About the Contributors
Foreword
Martha Zaslow
Introduction

I. Effective Models of Professional Development Interventions in Promoting Teacher and Child Outcomes

1. Using Coaching-Based Professional Development to Improve Head Start Teachers' Support of Children's Oral Language Skills
Douglas R. Powell, Karen E. Diamond, & Margaret Burchinal

2. Designing Effective Curricula and Teacher Professional Development for Early Childhood Mathematics and Science
Mable B. Kinzie, Jessica Vick Whittaker, Carolyn R. Kilday, & Amanda P. Williford

3. Improving Preschool Education with Curriculum Enhancements and Professional Development: The Head Start REDI Intervention Model
Celene E. Domitrovich, Karen L. Bierman, Robert L. Nix, Sukhdeep Gill, & Scott D. Gest

4. Early Literacy Intervention Intensity and Its Relation to Child Outcomes
Laura M. Justice & Anita S. McGinty

II. Factors Facilitating and/or Moderating Implementation

5. Extending Models of Emotional Self-Regulation to Classroom Settings: Implications for Professional Development
C. Cybele Raver, Clancy Blair, & Christine Li-Grining

6. Implications of Information Processing Theory for Professional Development of Early Educators
Jason T. Downer, Faiza Jamil, Michelle F. Maier, & Robert C. Pianta

III. Scaling Up Professional Development

7. History, Scale-Up, and Improvements of a Comprehensive, Statewide Professional Development Program in Texas
Susan H. Landry, Tricia A. Zucker, Emily Solari, April D. Crawford, & Jeffrey M. Williams

8. Scaling-up Effective Professional Development
Robert C. Pianta, Bridget K. Hamre, & D. Sarah Hadden

Conclusion: Moving Evidence-Based Professional Development into the Field: Recommendations for Policy and Research
Bridget K. Hamre & Bridget E. Hatfield

Index